• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.2
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• pp.190-202
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• 1996

This study assessed psychiatrically referred 5-to 13-year-old children who presented inattention or hyperactivity as chief complaints. Demographic characteristics, primary diagnosis, and comorbid psychiatric conditions of them were identified, and they were assessed using questionnaires and neuropsychological tests. Primary diagnoses included ADHD, anxiety disorder, mental retardation, depression, oppositional defiant disorder, developmental language disorder and others. functional enuresis, conduct disorder, and developmental language disorder were among the secondarily diagnosed disorders. In patients diagnosed as ADHD, overall comorbidity rate was 55.3%. The disorders that frequently co-occured with ADHD were specific developmental disorder, conduct disorder, oppositional defiant disorder, anxiety disorder and other. ADHD groups with or without comorbidity differed in performance IQ and CPT scores. ADHD group differed from externalizing disorders group in the information subscore of IQ, MFFT, and CPT scores, and differed in teachers rating scales, the uncommunication factor of CBCL, and CPT card error compared with internalizing disorders group. The authors concluded that inattentive or hyperactive children should be assessed using various instruments to differentiate other disorders and to identify possible presence of comorbid conditions.

• The Korean Journal of Applied Statistics
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• v.29 no.7
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• pp.1295-1309
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• 2016

This paper is to reproduce the result of Kim et al. (2014) by deriving a benchmark dose lower bound (BMDL) of lead based on the 2005 cohort data set of Children's Health and Environmental Research (CHEER) data set. The ADHD rating scales in the 2005 cohort were not consistent along the three follow-ups since two different ADHD rating scales were used in the cohort. We first unified the ADHD rating scales in the 2005 cohort by deriving a conversion formula using a penalized linear spline. We then constructed two linear mixed models for the 2005 cohort which reflected the longitudinal characteristics of the data set. The first model introduced the random intercept and the random slope terms and the second model assumed the first order autoregressive structure of the error term. Using these two models, we derived the BMDLs of lead and reconfirmed the "regression to the mean" nature of the ADHD score discovered by Kim et al. (2014). We also noticed that there was a definite difference between the sampling distributions of the two cohorts. As a result, taking this difference into account, we were able to obtain the consistent result with Kim et al. (2014).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.5
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• pp.2115-2123
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• 2011

The purpose of this study is to draw a general conclusion through summing up theses on parents' need for their education up to the present. The subjects of this study are 25 masters' degree theses on parents' need for their education in the kindergarten from 2001 to 2010. The results of data on parents' education method and style were conducted by frequency analysis. Also it was surveyed if in how many theses the contents of parents' education were rated over average points by Licker. The results of this study are as follows: First, the parents think that the proper frequency of their education is once or two in a semester and the favorite time is from 10 to 12 o'clock or from 2 p. m. to 4 p.m. They also want to learn on Wednesday, Friday and Saturday. And they want a professional as their lecturer the most and then a homeroom teacher. Secondly, in the survey of their education style they like more lecture or a short course than any other thing, and then they like home messenger, group council and so on. But especially they don't like the style of visiting class, book lending, ceremony/class assistance, practice (workshop), and visiting home. Thirdly, they want to know a general guide in the kindergarten of the contents of their education a lot. And they want to know some of a budget, program, and assessment of a principal and the teachers in the kindergarten. Fourthly, they want to know all parts of the parents' roles related to rearing their children in their own elements of the contents of their education above all. And they also want strongly their free time, hobby, the liberal arts, amusement and recreation. Fifthly, in the view of infant development they want strongly to know how to communicate with their children rightly, and how to adjust their children's activities and how to praise or blame their children. And they also want how to form their children's right habit and to guide their children's right acts in the infant period the most. Lastly, they want to know children's physical development and their cognitive development in the view of infant development the most. And then they want to know the development of sociology, creativity, morality, and emotion in good order.

• Journal of Korean Ophthalmic Optics Society
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• v.20 no.4
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• pp.511-518
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• 2015

Purpose: The purpose of this study is to evaluate correlation between convergence insufficiency and concentration by evaluating attentiveness in children who have convergence insufficiency symptoms. Methods: The CISS survey and examination for the near point of convergence were conducted to 74 in children aged 12 to 13 years in order to divide them into a normal binocular vision (NBV) and a convergence insufficiency (CI) group. The attentiveness examination was used to all subjects to figure out their emotional problems, hyperactivity and impulsiveness problems, and managerial or functional problems with a 5-point scale. Correlation between convergence insufficiency-related symptoms included in CISS and attentiveness problems was analyzed. Results: there were 29 children (39.2%) in the CI group, the mean scores of CISS of the NBV and CI group were $5.91{\pm}3.69$ and $18.31{\pm}7.00$ each (p<0.001). On the survey of CISS symptoms, children in the CI group frequently expressed such symptoms as eye fatigue, loss of attentiveness, blurry vision, and forgetting the line they have been reading. In the attentiveness examination, the CI group ($74.83{\pm}9.83$) gained higher scores in problematic concentration than the NBV group ($46.80{\pm}11.30$). Convergence insufficiency had significantly positive correlation with total attentiveness (r=0.798). Conclusions: In elementary school students, it has been found that when perceived symptoms related with convergence insufficiency are more serious, problematic attentiveness gets serious, too.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.9 no.2
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• pp.218-226
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• 1998

This study aims at investigating the effects of psychostimulant on functional cerebral localization during the attentional tasks in ADHD. Inclusional subjects were 13 boy between 6-12 years old who met the DSM-IV criteria for ADHD. In each patient, there was a drugfree period(without methyphenidate) and a drug-loaded period(with oral methylphenidate administration), and within each period there was a resting state and a stimulated state with TOVA. Comparisons were made by measuring the amplitudes of four bands(${\alpha}$, ${\beta}$, ${\delta}$, ${\theta}$) of quantitative EEG to see if there were any differences between the drug-free period(resting and stimulated) and the drug-loaded period(resting and stimulated). In the resting state, there was no difference between the drug-free and drug-loaded periods. In the stimulated state with TOVA, the presence of methylphenidate induced significant changes in the theta to beta ratio(${\theta}/{\beta}$) in the right frontal, right parieto-occipital, and left temporal-parietal areas in contrast to the drugf-ree period. These data suggest that methylphenidate shows electrophysiological influences on cerebral topographical activities during the attentional tasks in ADHD.